Childminder in Cambridgeshire

Inspection date

Previous inspection date 20/11/2014 01/10/2008

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early years provision

This inspection: 1 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an in-depth understanding of child protection and the wider safeguarding agenda. She has undertaken advanced training and this enables her to superbly promote and foster children's welfare and well-being.  The childminder offers high quality teaching, which focuses on each child's individual learning needs. Children develop as curious, inquisitive learners who make significant progress towards the early learning goals.  Children's communication and language skills develop rapidly as the childminder loses no opportunity to add to their growing understanding and vocabulary.  The childminder goes to exceptional lengths for children in her care to ensure their well-being. This contributes to the close, trusting relationships they share, which enables children to feel safe and cherished.  Children learn about good hygiene as they wash their hands before eating and after messy or outside play and as they search for their own named towel to dry their hands

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This provision is outstanding

on.  The childminder values parents as partners in children's learning and development and partnership with other providers involved in children's care is a definite strength. This offers children superb continuity during their early years experience.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.  The inspector reviewed the childminder's self-evaluation evidence.

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Information about the setting

The childminder was registered in 1988 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in March, Cambridgeshire. The whole of the ground floor is used for childminding and there is an enclosed rear garden available for children's outdoor play. The family has chickens, ducks, tortoises and a dog. The childminder visits the library, shops and park on a regular basis. She collects children from the local school and pre-school. There are currently nine children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder cares for children with special educational needs and/or disabilities and children who speak English as an additional language. The childminder operates a flexible service all year round with standard hours from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of

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Information about the setting

Professional Association for Childcare and Early Years and receives support from the local authority. The childminder is working towards the local authority quality framework. She is an accredited childminder who provides funded early education for two-, three- and four- year-old children.

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To further improve the quality of the early years provision the provider should:

 enhance the outdoor provision further to offer children opportunities to learn about the food chain and planting throughout the year, for example, by providing covered growing areas.

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who attend

Children make exceptional progress in this highly inclusive, dynamic and stimulating environment. The childminder's expert knowledge of how they learn is effective in engaging each child in rich learning experiences. Children become totally absorbed in activities through the carefully considered balance of free play and adult interaction. The childminder has developed clear, extremely comprehensive recording and monitoring of progress through spontaneous and planned observations. She evaluates the success of the activities offered and children's learning, to identify their next steps in learning accurately and inform individual plans to support each child. The childminder sets accurately judged challenges, which build on children's natural curiosity, enquiring minds and preferred way of learning. She realises the importance of allowing children to practise and reinforce their learning. For example, she asks children to put three blue balls into a bowl. She then asks

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who attend

them to find three red balls, helping them develop their language and counting skills. The childminder focuses closely on the prime areas of learning with young children. She provides a warm, welcoming and very enabling home where her positive, caring nature and sense of humour encourage children to participate wholeheartedly.

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who attend

Children engage in a wide variety of spontaneous and imaginatively planned activities, which are firmly based on their interests and the next steps in their learning. Their communication skills develop rapidly as the childminder immerses them in a language rich environment, where she listens to them and their responses are valued. For example, a child shows an interest in jewellery during role play and the childminder teaches her associated words, such as, watch, necklace, bracelet and ring. She takes time to explain the correct use of words to children, so that they learn within the context of their play. The childminder also accesses a speech and language therapy session where she can ask for any advice and support she needs. Children make excellent use of creative resources which promote their problem-solving and early mathematical skills. For example, they have superb fun as they play with coloured gel balls in a large tray. Children discuss

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who attend

colours, grouping them into blue, green, yellow and red sets. Older children count out larger sets of one colour and then another as the childminder explores the concept of more and less with them. Children's learning is differentiated to ensure they each gain the maximum benefit from the activities offered. The childminder observes children carefully making excellent use of incidental learning, such as children's amazement that a red gel ball dropped into a hollow in a blue handle, appears purple. Children learn comparative language as the childminder helps them describe a set of scoops as big, bigger and biggest. Through innovative activities such as this children learn on many different levels in a superbly inclusive and creative way. Children are highly motivated learners who become immersed wholeheartedly in activities. For example, children's interest in nature and the outdoors is fuelled as they help to feed the family ducks and chicken and watch

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who attend

the slow progress of a tortoise in awe and wonder. Children thoroughly enjoy role play and the positive conversation they are immersed in daily promotes their very confident self-expression. The childminder is also actively considering new ways to develop their knowledge of nature through the provision of covered growing areas, which will allow gardening all year round.

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who attend

Children who speak English as an additional language and those with special educational needs and/or disabilities receive sensitive, nurturing care and achievement gaps narrow rapidly. The childminder is highly effective in helping them through her inclusive and professional approach. She adopts a superbly holistic approach to ensuring each child's specific needs are met. The childminder works very closely with other settings, schools and professionals to promote continuity in children's learning and development. Partnership working with parents is securely embedded within practice and significantly promotes children's growing confidence and self-esteem. The childminder gathers detailed information from parents as children begin attending. She assesses children's progress over the first four weeks of attendance and then meets with parents to decide the next steps in their learning. Assessments are shared quarterly thereafter. Parents are highly

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who attend

valued as children's first and enduring educators. The progress check for children between the ages of two and three years is effectively embedded within practice. Additionally, the childminder shares children's comprehensive learning journals with parents routinely and children own their folders, proudly showing them to visitors.

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The contribution of the early years provision to the well-being of children

Children are exceptionally happy and settled in this welcoming setting. The childminder strongly promotes inclusive practice as children confidently use the available space and select toys from the extensive selection available. She develops a comprehensive knowledge of each child in her care through the initial in-depth conversations held with parents as children begin attending. The childminder goes to outstanding lengths to meet the needs of each child and their family, often going above and beyond expected norms. Parents are kept very well informed about their children's achievements, well-being and development. Information is exchanged informally on a daily basis through discussion. The childminder shares children's next steps in their learning with parents weekly to promote their learning at home. Parents are also given a copy of all policies and additional information is displayed in the childminder's playroom. The colourful displays and models

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The contribution of the early years provision to the well-being of children

adorning the playroom provide an excellent talking point for children and parents to recall past activities and experiences. Parents are encouraged to look at the learning profiles as these are accessible daily and provide an excellent record of activities and progress. The childminder develops warm, interactive relationships with children, offering them humour and injecting fun into their day and activities within it. She offers children high quality teaching through an imaginative, varied educational programme which is superbly adapted to include every child. The childminder skilfully increases children's awareness of living in a diverse society by offering many resources and activities that reflect the wider world. For example, children wear saris, dance in hula skirts, and enjoy Chinese meals in a restaurant where they learn to use chopsticks and taste different oriental dishes.

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The contribution of the early years provision to the well-being of children

The childminder takes a highly commendable approach to children's safety and their awareness of how to keep themselves safe. For example, children use flash cards which teach them about different parts of the body and bones and the childminder links this to a friend's child who fell and broke their arm. They discuss why the child had to wear a plaster cast, helping them understand the need to take care when taking risks. On school pick-ups the childminder teaches children that older children get into the care first and then wait as she gets children in pushchairs into their seats. They know that once this has been done the childminder will ensure they are safely strapped in. The childminder states that this ensures no children are put at risk from traffic or left unattended on the path. Children confidently carry out daily routines to promote their health, such as independently putting on their coats and shoes before outside play in colder weather.

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The contribution of the early years provision to the well-being of children

They are healthy and rosy cheeked as they spend plenty of time in the fresh air enjoying outside activities. The childminder takes them to local groups, shops, the library, activities at the children's centre and they play outdoors, walk locally and visit the park. They relish trips further afield to the seaside and well-known attractions. Children, therefore, have many opportunities to run and explore, be free and delight in childish experiences which will become lasting memories.

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The contribution of the early years provision to the well-being of children

The childminder promotes children's understanding of how food contributes to living a healthy lifestyle through cookery and growing activities. Children plant and grow their own vegetables, such as beans and shallots and delight in cooking and eating them. They cover related issues, such as how to look after their teeth well and the need to develop other essential skills. A superb range of equipment and resources help to develop their physical skills and they enjoy many active games. The childminder ensures that music is a feature of children's play and learning through singing, dancing and music-making activities. Children receive much care, attention and encouragement from the childminder who fully recognises how this develops their self-esteem. They behave exceptionally well as she sensitively weaves dealing with feelings and emotions into planned activities. This helps them learn useful strategies and develops their awareness of how to interact with

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The contribution of the early years provision to the well-being of children

others. Children revel in the warm, trusting relationships they share with the childminder and flourish in the relaxed, easy going atmosphere. The childminder, therefore, superbly fosters children's moral, spiritual and emotional development, offering them a secure foundation for their future learning

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provision

The childminder has an outstanding awareness of child protection and safeguarding procedures. She demonstrates a keen awareness of the wider safeguarding agenda and a deep understanding and experience of how to protect children. The childminder knows how to pass on any concerns appropriately and has a comprehensive policy which is shared with, and signed by, parents. Children are cared for in a very safe, well-maintained and organised premises where the childminder is fully alert to any hazards and takes all measures to ensure their safety. For example, she erects a sail over the outdoor play area to protect children against the ultraviolet rays from the sun during hot weather. The childminder is rigorous in her assessment of risk, undertaking daily checks, as well as routine monitoring and prior consideration of any outings. All procedures are in place to further ensure children's welfare, such as safe collection and regular evacuation practices.

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provision

The childminder is aware that all adults in regular contact with children in the home must be appropriately checked or fully supervised. She considers training an essential element of her practice and sees it as a critical tool for improving her practice. She also carries out extensive research online and has regular access to current childcare information to ensure that her practice is fully up to date. The highly motivated childminder is approved to offer funded education for two-, three- and four-year-old children, which demonstrates her strong commitment to young children's care and learning. Her self-evaluation, along with regular consultation with parents is skilfully used to reflect on her practice and plan for continuous development. She is enthusiastic and highly motivated to constantly improve outcomes for children.

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provision

The childminder is very committed and successfully improves the excellent service she provides through extensive training. She has concise written policies and procedures, which she shares with parents. This helps develop exceptional working relationships with them and a strong shared understanding from an early stage. Parents see children making excellent progress due to the individual attention they receive and the high, but achievable, individual targets set by the childminder. They are kept extremely well informed and provided with comprehensive daily information on children's progress. The childminder analyses which activities children enjoy best and notes what could be added to an activity or done differently the next time. She speaks with children to find out what they like doing best. Parents provide feedback both verbally and through surveys, which the childminder sends out when she feels they are warranted. The childminder provides

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provision

photographs for parents, to capture children's unique moments and progress and any she takes are uploaded onto memory sticks for them. She addressed the recommendations from her last inspection immediately. For example, initial information gathered now covers who holds legal and parental responsibility for a child, and risk assessments cover all aspects of the childminder's home and garden. As a result, children are safeguarded even more effectively and the childminder is astute in ensuring this is a continuous consideration.

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provision

Parents express exceptionally high levels of satisfaction with the care and learning the childminder provides and have no suggestions for improvement. They comment that their children 'learn so much through new experiences' and many are amazed and pleased at the extent to which the childminder 'goes above and beyond' for them and their children. The childminder has a detailed information file and provides extensive information for parents on boards and walls. She completes detailed initial assessments of children's learning and skilfully builds on their starting points and interests. The childminder highly values her partnerships with parents, acknowledging that they are the experts on their own child. She successfully incorporates their feedback on what children do at home into her planning. Thus children benefit from superb continuity of care and strong, supportive relationships. The childminder meets regularly with other local childminders and has the

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provision

support of the local early years development team.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 129266 Local authority Cambridgeshire Inspection number 874819 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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